全球化与21世纪的外国文学研究

本文对全球化的形成、全球化时代文学的特征和21世纪外国文学研究的选择，作了前瞻性的思考，对诸如电子文化的崛起、技术美学的发展、文学写作和文学接受的全球化、文学观念的泛化、文学批 的智能化和媒体化等问题，进行了深入的探讨。     

马克思主义的历史发展与21世纪马克思主义的时代课题

从马克思主义历史发展面临的重大时代课题转换来看,19世纪中后期的马克思主义,是以社会主义必然取代资本主义为重大时代课题的;20世纪马克思主义以列宁主义和毛泽东思想为旗帜,把以社会主义必然取代资本主义的课题推进到社会主义社会如何取代资本主义社会的重大时代课题的高度。习近平对新时代“新的历史方位”的判断以及对社会主义和资本主义“并存”格局变化的阐释,对21世纪马克思主义的根本主题和理论特征、理论要旨和实践路向作出深刻阐释。习近平新时代中国特色社会主义思想从中国式现代化道路、人类文明新形态和人类命运共同体的不同层面上,对21世纪马克思主义的发展路向和演进形态作出科学探索。     

经济全球化与21世纪我国经济的发展趋势

经济全球化是21世纪经济发展的大趋势，我国如何利用加入WTO的契机，把我国的经济融入世界经济的大潮，是我国经济面临的重大挑战，抓住机遇才能极大地提高生产力，是我国经济发展的必然之路。     

经济全球化与21世纪我国社会主义精神文明建设

经济全球化对世界政治和文化等都产生了深刻影响。进入21世纪后,尽管发达资本主义国家对我国实施“西化”和“分化”的阴谋没有得逞,但西方腐朽思想文化对我国的侵蚀却一直没有停止过。我们必须切实加强社会主义精神文明建设,用马克思主义占领意识形态阵地,用社会主义文化占领文化阵地。同时,加速发展教育和科技,尽快缩小我国与西方发达国家在科技、教育上的差距,使我国在国际竞争中立于不败之地。     

经济全球化与21世纪中国特色社会主义的前景

中国要加速自身的发展,实现社会主义现代化的宏伟目标,就必须汇入经济全球化的潮流之中。其前提是必须准确把握经济全球化的内涵,正确认识经济全球化与中国特色社会主义的内在联系,全面分析经济全球化给我国发展带来的机遇和挑战。     

21世纪的社会实践与马克思主义哲学的发展

马克思主义哲学是时代精神的精华，是科学的世界观和方法论，在人类进入21世纪之际，其面临着新的挑战，面对人类社会全面而深刻的社会变革的严峻现实，马克思主义哲学需要以辩证法积极吸纳现代科学所取得的优秀成果，同时也应当把非马克思主义的研究成果纳入自己的哲学视野，从而对实践中提出的新的哲学问题作出有力的回答，不断地丰富和发展自己，适应时代的要求。     

"全球化"陷阱与21世纪中国文学发展

全球化正在成为我们不可回避的社会和文化环境,也是当今时代最重要的特征之一.中国知识分子的民族认同焦虑以及大众对于现代化的强烈梦幻,导致了全球化叙事话语在当前文学发展中的泛滥,并且逐渐形成一种话语霸权,对于中国的现代化进程、中国文学的审美品质都产生了很大的影响,它不仅无助于当下中国真实生活的反映,也使自我主体和民族认同的建立变得艰难无比.我们应该坚持本土化的书写策略,努力完成本土文化独特个性的当下建构,创造出包含当代体验的新价值,用文学的方式真实地反映中国人民的真实生活和内心处境.     

“全球化”陷阱与21世纪中国文学发展

全球化正在成为我们不可回避的社会和化环境，也是当今时代最重要的特征之一。中国知识分子的民族认同焦虑以及大众对于现代化的强烈梦幻，导致了全球化叙事话语在当前学发展中的泛滥，并且逐渐形成一种话语霸权，对于中国的现代化进程、中国学的审美品质都产生了很大的影响，它不仅无助于当下中国真实生活的反映，也使自我主体和民族认同的建立变得艰难无比。我们应该坚持本土化的书写策略，努力完成本土化独特个性的当下建构，创造出包含当代体验的新价值，用学的方式真实地反映中国人民的真实生活和内心处境。     

建构面向21世纪的马克思主义哲学新形态

进入21世纪，世界历史发生了深刻变化，马克思主义面临着一个新的历史境域，作为马克思主义灵魂的马克思哲学在当代的生命力和发展前景已成为学术界关注的焦点。在本文中，笔者试图从马克思哲学的时代性入手，在深化认识和研究马克思哲学的基础上指出马克思哲学应坚持与时俱进、开拓创新。在新时期，我们需要构建马克思哲学的现代新形态，实现马克思哲学的现代化和中国化。     

Higher Education for the Twenty‐First Century

The author begins by distinguishing between culture and civilization; one is particular and characteristic of given peoples and nations; the other is global and based on science. Education is called upon to impart, to transmit, and to promote both cultures and civilization drawing upon the latter to promote tolerance among the former. Four major components of learning are participation, anticipation, concentration, and motivation. For the future, learning, particularly higher learning, must become life‐long, computer assisted, international in character, and modularized. Learning of this sort should reduce the tensions between civilization and cultures.     

21世纪视野中的闻一多

随着21世纪到来,闻一多的事迹正从历史事件变为文化符号。其独特性在于:一方面承继屈原为代表的古代理想人格,体现“天下兴亡,匹夫有责”的传统爱国精神;一方面又力图求新、求变,推动社会变革,追求“明天会更好”的陌生理想。这是中华民族与西方文明迎头撞击并纳入世界格局后不得不作出的艰难回应。闻一多不惜以死抗争的献身精神,把推动民族进步的努力变成了一种非凡的使命,其作为文化符号的独特价值,必将转化为民族文化传统的新的资源和象征,从而连接了传统与现代,昨天与今天。     

Higher Education on the Eve of the Twenty‐First Century

The author proposes a unified curriculum of undergraduate, postgraduate, and doctoral studies intended to prepare young persons for responsible leadership in global society and to sensitize them to the limitations imposed by global sustainability. He foresees that students will work in teams and that higher education institutions will co‐operate in consortia, somewhat like the Associated Universities scheme of UNESCO. Universities must abandon their mostly outdated positivist and retrospective epistemology and move to holistic and transdisciplinary, normative, future‐oriented, and policy‐relevant epistemology.     

Edging Towards the Twenty First Century: Oxford and the North Commission of Inquiry

The University of Oxford has established a Commission of Inquiry, chaired by its Vice-Chancellor, to define the University's role in the Twenty-First Century. The purpose of this article is to explore the context within which the Commission has emerged and to suggest that it needs to tackle three broad tasks: to define the central purposes of the University, to show how it should be organized to achieve those purposes, and to consider how its activities are to be financed. The article ennumerates the problems that the Commission must tackle while addressing these tasks, and makes suggestions as to its likely recommendations. It concludes by raising the possibility that Oxford's attempt to define its role may help to generate a much needed debate on the future shape of higher education in Britain.     

Factors Affecting the Balance Between Teaching and Research in the Universities of the Twenty‐First Century

The author suggests that the current mode of knowledge production at the leading edges of advanced studies in the sciences, the social sciences, and the humanities is changing dramatically. This development, that is being driven as much by the internal dynamics of knowledge production as by government policy and by the demand for competitiveness, has profound implications for the balance of teaching and research in universities. A traditional, university‐based mode of knowledge production, characterized by a linear model, that the author calls Mode 1, is being complemented and to some extent supplanted by a new type of knowledge production called Mode 2 that is characterized by knowledge produced in the context of application, transdisciplinarity, heterogeneity and organizational diversity, enhanced social accountability, and broadly based systems of quality control. Mode 2 knowledge production questions the validity of the linear model of knowledge production characteristic of Mode 1. Mode 2 requires the universities, particularly in regard to research, to come to grips with a new pattern for the social distribution of knowledge production, especially the fact that they are no longer either the sole or even the primary institutions on the cognitive landscape.     

Teaching and Research: What Balance for the Universities of the Twenty‐First Century?

The union of teaching and research in universities has a very long history with roots pre‐dating the Humboldtian conception of the research university. A major part of this union is personal, in the person of the academic staff member who has been trained through research and will invariably engage in both teaching and research in a university. Even researchers working in exclusively research organizations will have been trained in universities. Moreover, the research undertaken in universities will tend to be transparent, partly the result of the normal practices of academic freedom and of the traditions and procedures of university autonomy, and therefore, more likely to be the beneficiary of public trust than the research undertaken in research institutions, the latter tending to be viewed as more secretive and patron‐oriented. Although globalization may require universities to become enterprises of a non‐business type, along the lines of the medieval corporation, even this new paradigm will continue to require a proper balance between research and teaching, the one supporting the other.     

全球化与马克思主义国际化

当今时代全球化的实质是美国主导下的资本主义在全球对外扩张和深入发展的变革历程.马克思主义国际化是马克思主义政党和全球马克思主义有机公民在国际层面上实现马克思主义政治形态、文化形态、组织形态相统一,以及在中国层面上实现中国马克思主义国际化、国际马克思主义中国化相统一以及在运作层面上直接性联合与间接性联合、多样化发展与自主性发展相统一的发展过程.马克思主义国际化作为全球化中的“新全球化”将促进构建和谐世界.     

Twenty First Century Science: Insights from the Design and Implementation of a Scientific Literacy Approach in School Science

Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues.     

展望二十一世纪的分析科学

通过回顾二十一世纪分析化学的发展道路，发现其中体现了科学与技术发展的辨证关系，以此规律并结合新时代的要求来展望二十一世世纪的分析科学的发展，并对二十一世纪分析科学的教学人才的培养提出了一些设想。